Actitud y uso del lenguaje no sexista en la formación inicial docente

Abstract

As far as gender equality is concerned, addressing one of its fronts—sexist language—is still one of the key challenges to deal with. Education in general and the teaching staff in particular are a crucial factor in terms of non-sexist language (NSL). This paper attempts to analyze future teachers’ attitude throughout their initial training as regards NSL and the use of inclusive linguistic procedures. The methodology used in preparing this study is corpus-based linguistics and content-based analysis. 262 argumentative texts written by undergraduates of Early Childhood and Primary Education from different universities have been analyzed. In order to carry out data analysis qualitative and quantitative tools have been used. The results reveal that generic masculine is widely used by those who show a negative attitude towards non-sexist language. However, generic masculine is much more used than inclusive procedures by those who show a positive attitude towards non-sexist language. These data indicate that, within the context of initial teachers’ training, using different policies of NSL-oriented dissemination and promotion could contribute to sensitizing more than half of the addressee.